Overview

This indispensable book shows how to incorporate independent reading into daily literacy instruction in the primary grades. Provided are class-tested strategies for engaging students in independent reading; creating and organizing the classroom library; developing mini-lessons and different kinds of reading routines; supporting struggling readers; monitoring and assessing independent reading; and promoting reading at home. Helpful reproducibles are included. From a team of highly regarded educators, this is a wise and user-friendly resource that teachers can immediately put to use in the classroom.

Full Product Details

9781606230251

Table of Contents

Reviews

"""This is a valuable resource that should be in the hands of educators looking for tools and strategies to successfully implement independent reading in school and improve students' access to books. The authors have achieved just the right balance of practical examples and research-based information."" - Jodi Dodds Kinner, Director of Elementary Literacy, Chicago Public Schools, USA ""An amazing primer on solid, effective reading instruction. It provides the framework and justification for instructional practice that acknowledges the value of reading when learning to read. This book will have significant value for a broad audience, including inservice and preservice teachers, curriculum developers, and administrators. If I were asked to recommend one book on how to teach reading, this would be my pick."" - Bonnie C. Wilkerson, Assistant Superintendent for Curriculum, Instruction, and Assessment (retired), Northbrook School District 27, Northbrook, Illinois, USA ""A 'must read' for teachers and preservice candidates. The book describes how to incorporate independent reading and the joy of reading self-selected texts into a balanced literacy program. The chapter on assessment and monitoring issues will become required reading in my undergraduate reading methods course."" - Kimberly McDowell, Department of Curriculum and Instruction, Wichita State University, USA"

This is a valuable resource that should be in the hands of educators looking for tools and strategies to successfully implement independent reading in school and improve students' access to books. The authors have achieved just the right balance of practical examples and research-based information. --Jodi Dodds Kinner, MEd, Director of Elementary Literacy, Chicago Public Schools A 'must read' for teachers and preservice candidates. The book describes how to incorporate independent reading and the joy of reading self-selected texts into a balanced literacy program. The chapter on assessment and monitoring issues will become required reading in my undergraduate reading methods course. --Kimberly McDowell, PhD, Department of Curriculum and Instruction, Wichita State University An amazing primer on solid, effective reading instruction. It provides the framework and justification for instructional practice that acknowledges the value of reading when learning to read. This book will have significant value for a broad audience, including inservice and preservice teachers, curriculum developers, and administrators. If I were asked to recommend one book on how to teach reading, this would be my pick. --Bonnie C. Wilkerson, EdD, Assistant Superintendent for Curriculum, Instruction, and Assessment (retired), Northbrook School District 27, Northbrook, Illinois

This is a valuable resource that should be in the hands of educators looking for tools and strategies to successfully implement independent reading in school and improve students' access to books. The authors have achieved just the right balance of practical examples and research-based information. - Jodi Dodds Kinner, Director of Elementary Literacy, Chicago Public Schools, USA An amazing primer on solid, effective reading instruction. It provides the framework and justification for instructional practice that acknowledges the value of reading when learning to read. This book will have significant value for a broad audience, including inservice and preservice teachers, curriculum developers, and administrators. If I were asked to recommend one book on how to teach reading, this would be my pick. - Bonnie C. Wilkerson, Assistant Superintendent for Curriculum, Instruction, and Assessment (retired), Northbrook School District 27, Northbrook, Illinois, USA A 'must read' for teachers and preservice candidates. The book describes how to incorporate independent reading and the joy of reading self-selected texts into a balanced literacy program. The chapter on assessment and monitoring issues will become required reading in my undergraduate reading methods course. - Kimberly McDowell, Department of Curriculum and Instruction, Wichita State University, USA

Author Information

Denise N. Morgan, PhD, is Assistant Professor of Literacy Education at Kent State University in Kent, Ohio. She teaches and writes about reading and writing instruction, professional development, and literacy coaching. Maryann Mraz, PhD, is Associate Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. She is the author of numerous books, articles, chapters, and instructional materials related to literacy education. Dr. Mraz’s professional interests include literacy coaching, the professional development of teachers, and content-area literacy. Nancy Padak, EdD, is Distinguished Professor of Education at Kent State University, where she directs the Reading and Writing Center and works with the Ohio Literacy Resource Center. She has written and coauthored numerous books and articles related to literacy education. A former coeditor of The Reading Teacher and the Journal of Literacy Research, Dr. Padak is also a past president of the College Reading Association. Timothy Rasinski, PhD, is Professor of Curriculum and Instruction at Kent State University, where he also helps direct the university’s award-winning reading clinic for struggling readers. He has written and edited numerous books and professional articles on reading education. Dr. Rasinski has served as coeditor of The Reading Teacher and the Journal of Literacy Research. A past president of the College Reading Association, he recently served a term on the board of directors of the International Reading Association.

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